TY - JOUR
T1 - Enhancing parent-child communication and parental self-esteem with a video-feedback intervention : outcomes with prelingual deaf and hard-of-hearing children
AU - Lam-Cassettari, Christa
AU - Wadnerkar-Kamble, Meghana B.
AU - James, Deborah M.
PY - 2015
Y1 - 2015
N2 - Evidence on best practice for optimizing communication with prelingual deaf and hard-of-hearing (DHH) children is lacking. This study examined the effect of a family-focused psychosocial video intervention program on parentchild communication in the context of childhood hearing loss. Fourteen hearing parents with a prelingual DHH child (Mage= 2 years 8 months) completed three sessions of video interaction guidance intervention. Families were assessed in spontaneous free play interactions at pre and postintervention using the Emotional Availability (EA) Scales. The Rosenberg Self-esteem Scale was also used to assess parental report of self-esteem. Compared with nontreatment baselines, increases were shown in the EA subscales: parental sensitivity, parental structuring, parental nonhostility, child responsiveness, and child involvement, and in reported self-esteem at postintervention. Video-feedback enhances communication in families with prelingual DHH children and encourages more connected parent-child interaction. The results raise implications regarding the focus of early intervention strategies for prelingual DHH children.
AB - Evidence on best practice for optimizing communication with prelingual deaf and hard-of-hearing (DHH) children is lacking. This study examined the effect of a family-focused psychosocial video intervention program on parentchild communication in the context of childhood hearing loss. Fourteen hearing parents with a prelingual DHH child (Mage= 2 years 8 months) completed three sessions of video interaction guidance intervention. Families were assessed in spontaneous free play interactions at pre and postintervention using the Emotional Availability (EA) Scales. The Rosenberg Self-esteem Scale was also used to assess parental report of self-esteem. Compared with nontreatment baselines, increases were shown in the EA subscales: parental sensitivity, parental structuring, parental nonhostility, child responsiveness, and child involvement, and in reported self-esteem at postintervention. Video-feedback enhances communication in families with prelingual DHH children and encourages more connected parent-child interaction. The results raise implications regarding the focus of early intervention strategies for prelingual DHH children.
KW - communication
KW - deaf children
KW - deafness
UR - http://handle.uws.edu.au:8081/1959.7/uws:30120
U2 - 10.1093/deafed/env008
DO - 10.1093/deafed/env008
M3 - Article
SN - 1081-4159
VL - 20
SP - 266
EP - 274
JO - Journal of Deaf Studies and Deaf Education
JF - Journal of Deaf Studies and Deaf Education
IS - 3
ER -